We looked at commonalities that were present in the interviews and categorized them into the three themes of Multiple Cultures, Experience and Relationships, and Supports. These three themes are representative of the interviewed teachers’ induction experiences. In an attempt to illustrate a richer picture of our own induction experiences and reduce biased opinions, we endeavored to explore both the experiences of beginning teachers and mentors. The interview questions explicitly investigated how induction occurred, how each individual was mentored, what their perceptions of mentoring were, and the availability of the supports as a beginning teacher. Alternatively, being a mentor was also explored. This was an important part of the research, as we wanted to examine these teachers' current mentoring experiences and how these experiences have changed their perspective on the purpose and delivery of induction programs.
Multiple Cultures:
In the interviews, it became apparent that teachers operate within Multiple Cultures: professional, district, school, and teacher. While in some environments cultures operate in isolation, within the teaching profession multiple cultures interplay. Not only will these cultures influence each other on a general scale, but also on an individual level. A teacher has the opportunity to be affected and have an affect on the cultures in which they function. We recognize that there may be other cultures that exist within the education system but these cannot be addressed because they were not identified through the interviews.
Experiences and Relationships:
Experiences and Relationships emerged as a significant theme in the responses gathered from the interviews. It is apparent that teachers’ experiences are based on the nature of the cultures in which they operate. Despite the fact that not all the induction experiences were favourable, the overall tone of the responses was positive. It seemed that informal mentoring had the most positive response, as opposed to the formal mentoring which did not meet the teachers’ expectations or needs. It was also interesting to find that the experiences expressed in the interviews did not have a primary focus on teaching in the classroom; rather there was a more holistic response to the experiences and relationships of the teacher. Teachers reported that the affective supports such as reassurance, balance, healthy living, and belonging to the school community were important. Also intertwined in the experiences and relationships of beginning teachers is identifying the process of pairing a mentor and mentee together.
Supports:
It is evident that supports are required to implement induction. The teachers in the interview identified several means of support that were necessary for success. These included time, practical skills and information, networking, affective/socio-emotional well-being, and teaching load. Based on the interview material, it is evident that new teachers need many different support systems. Some may need more than others, but it is important to understand the general needs of the three teachers, as other teachers may feel the same way. Supporting teachers as they gain experience in turn contributes to the positive experience that could explain why these particular teachers remain in the profession.
Overview:
We looked at commonalities that were present in the interviews and categorized them into the three themes of Multiple Cultures, Experience and Relationships, and Supports. These three themes are representative of the interviewed teachers’ induction experiences. In an attempt to illustrate a richer picture of our own induction experiences and reduce biased opinions, we endeavored to explore both the experiences of beginning teachers and mentors. The interview questions explicitly investigated how induction occurred, how each individual was mentored, what their perceptions of mentoring were, and the availability of the supports as a beginning teacher. Alternatively, being a mentor was also explored. This was an important part of the research, as we wanted to examine these teachers' current mentoring experiences and how these experiences have changed their perspective on the purpose and delivery of induction programs.
Multiple Cultures:
In the interviews, it became apparent that teachers operate within Multiple Cultures: professional, district, school, and teacher. While in some environments cultures operate in isolation, within the teaching profession multiple cultures interplay. Not only will these cultures influence each other on a general scale, but also on an individual level. A teacher has the opportunity to be affected and have an affect on the cultures in which they function. We recognize that there may be other cultures that exist within the education system but these cannot be addressed because they were not identified through the interviews.
Experiences and Relationships:
Experiences and Relationships emerged as a significant theme in the responses gathered from the interviews. It is apparent that teachers’ experiences are based on the nature of the cultures in which they operate. Despite the fact that not all the induction experiences were favourable, the overall tone of the responses was positive. It seemed that informal mentoring had the most positive response, as opposed to the formal mentoring which did not meet the teachers’ expectations or needs. It was also interesting to find that the experiences expressed in the interviews did not have a primary focus on teaching in the classroom; rather there was a more holistic response to the experiences and relationships of the teacher. Teachers reported that the affective supports such as reassurance, balance, healthy living, and belonging to the school community were important. Also intertwined in the experiences and relationships of beginning teachers is identifying the process of pairing a mentor and mentee together.
Supports:
It is evident that supports are required to implement induction. The teachers in the interview identified several means of support that were necessary for success. These included time, practical skills and information, networking, affective/socio-emotional well-being, and teaching load. Based on the interview material, it is evident that new teachers need many different support systems. Some may need more than others, but it is important to understand the general needs of the three teachers, as other teachers may feel the same way. Supporting teachers as they gain experience in turn contributes to the positive experience that could explain why these particular teachers remain in the profession.
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